Understanding Well-Developed Interests and Activity Commitment

Eccles, Jacquelynne S.; Fredricks, Jennifer A.; Epstein, Alanna

doi:10.3102/978-0-935302-42-4_18

Cited by 16 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the case of the current study, positive expectancy growth may correspond with positive external support whereas negative expectancy change may reduce interest. These two findings suggest differentiated, independent relationships with interest (although the lack of utility value slope variability may be masking a relationship).The results of this study are consistent with theoretical discussions linking expectancy-value models with interest (Eccles et al, 2015;Wigfield & Cambria, 2010) as well as Hidi and Renninger's theorized dynamics of interest development. These sorts of dynamic processes can only be captured when constructs are modeled together, and the results highlight the benefits of parallel process and flexible latent variable models.…”

Section: Dynamics Of Motivation Change and Theoretical Implicationssupporting

confidence: 84%

“…For example, Hidi and Renninger's (2006) four-phase model of interest development notes that interest is more likely to be maintained (i.e., Phase 2) if the topic or task is perceived as meaningful or useful. At the same time, expectancy pervades every level of interest development and can theoretically enhance or undermine interest (Eccles, Fredricks, & Epstein, 2015). Thus, interest should be positively correlated with expectancy and utility value trajectories.…”

Section: The Importance Of Interest In the Expectancy-value Modelmentioning

confidence: 99%

See 1 more Smart Citation

Short-term motivation trajectories: A parallel process model of expectancy-value

Kosovich

Flake

Hulleman

2017

Contemporary Educational Psychology

106

View full text Add to dashboard Cite

Motivation plays a critical role in human behavior and is particularly important during college, where a single class can make or break an academic career. The longitudinal research on expectancies for success and utility value primarily focuses on prediction or change over many years, rather than change over a short period of time. However, a single class in college can often be the difference between getting a degree or not. To better understand how motivation progresses in the short-term, we examined changes in expectancy and utility value simultaneously during a single college class. Both constructs declined during the class and showed significant variability across individuals. In addition, change in expectancy was strongly correlated with change in utility value, and the expectancy slope estimates were significant predictors of continuing interest. We discuss the need for a better understanding of short-term dynamic relationships between expectancies, utility value, and outcomes.

show abstract

Section: Dynamics Of Motivation Change and Theoretical Implicationssupporting

confidence: 84%

Section: The Importance Of Interest In the Expectancy-value Modelmentioning

confidence: 99%

Short-term motivation trajectories: A parallel process model of expectancy-value

Kosovich

Flake

Hulleman

2017

Contemporary Educational Psychology

106

View full text Add to dashboard Cite

show abstract

“…This began a process of merging the individual variables into compound ones, which ultimately ended with two motivation clusters that subsumed all the relevant variables. On the one hand, we lost information and were unable to estimate the magnitude of each individual variable; on the other, a statistically significant and theoretically coherent model that showed the necessity for high concurrent levels of task value (especially interest and utility value) and self‐efficacy, a phenomenon that has been widely reported (e.g., Caspi et al, under review; Bong et al, ; Eccles, Fredricks, & Epstein, ; Lent et al, ). However, such reciprocal relations are sometimes missing.…”

Section: Discussionmentioning

confidence: 94%

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

et al. 2019

View full text Add to dashboard Cite

On completing middle-school (ninth grade), Israeli students must choose which discipline(s) to major in upon entering high school. This study, grounded in Expectancy-Value Theory (EVT), identified and modeled the factors that contributed to students' academic choices from their own subjective perspectives. We collected qualitative and quantitative data from ninth graders in two urban middle-schools (n=295) at the school year's end. We found that (a) most students cited interest and utility value as their main motivations for choosing a science, technology, engineering, and mathematics (STEM) major, expectancies were mentioned less; (b) students who chose a STEM major had statistically significant higher scores for EVT's key predictor variables (personal attributes, "subjective task value," "expectation of success," perceived effects of environmental factors) than their counterparts who majored in non-STEM disciplines; (c) the positive perceptions of their peers' interest and ability in science contributed significantly to students' choice to major in STEM disciplines; and (d) no significant gender differences re academic choice were found. One highly unexpected finding emerged: Science Education. 2019;103:1176-1205. wileyonlinelibrary.com/journal/sce 1176 |

show abstract

“…Interest has been conceptualized as static preferences and operationalized as "liking" (Browne, 1992). In research it has shared conceptualizations as curiosity (Lowenstein, 1994), enjoyment (Silvia, 2006), attitude, and sometimes values (Eccles, Fredricks, & Epstein, 2015). Much scholarly discussion for conceptual clarity in the 1990s (see Renninger, Hidi, & Krapp, 1992) has led to numerous research studies being conducted in psychology that have resulted in clear distinctions between those constructs.…”

Section: Theoretical Advancement For Interest Researchmentioning

confidence: 99%

The Role of Interest in Physical Education: A Review of Research Evidence

Chen

Wang

2017

Journal of Teaching in Physical Education

View full text Add to dashboard Cite

This article focuses on the research on interest, especially situational interest, in physical education. Interest has been considered a powerful motivator for children and adolescents. Based on a conceptualization of individual and situational interest, a reasonable size of evidence has been accumulated showing that situational interest motivates students to engage in physical activity. The evidence also shows that situational interest may have little impact on learning achievement. It, however, can be controlled and manipulated by teachers to create a situationally interesting learning environment to enhance engagement. The lack of studies on individual interest and its development has been identified as a void in this line of research. We argue that it is necessary to strengthen the research on individual interest and its interaction with situational interest to fully understand the four-phase theoretical model of interest development in the physical activity domain (Renninger & Hidi, 2016).

show abstract

Understanding Well-Developed Interests and Activity Commitment

Cited by 16 publications

References 0 publications

Short-term motivation trajectories: A parallel process model of expectancy-value

Short-term motivation trajectories: A parallel process model of expectancy-value

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

The Role of Interest in Physical Education: A Review of Research Evidence

Contact Info

Product

Resources

About